MNPS Exceptional Education Department Differentiated Instruction Work Session

Who are you? Make a creative name tag/tent You will have 10 minutes to make your own name tag. Make sure you list hobbies, draw a picture or two, give a self profile,etc. Don’t forget your name, years of teaching experience, and what you teach. Introduce yourself and share out with your table.

Run Down of the Day Workshop 8:30-3:30 AM Break 9:45-10:00 Lunch 11:00-12:30 PM Break 1:45-2:00

Let’s Date! For the next 5 minutes I need you to find 9 dates. Make a clock on your paper and find a date for the different times. 1 o’clock, 2 o’clock, etc…until 9 o’clock. You should have 9 dates! Krista Brad Casey Julie Craig Amy Diane Kassie Beverly

Super Sleuth We are going to speed date! We will take 3 minutes to discuss the question that pertains to your date. When the timer goes off you will move onto to your next date and proceed to answer that question,etc…

Super Sleuth/Speed Dating Questions What is your definition of differentiated instruction? 1 o’clock date Give an example of when you have used a low-preparation strategy that worked well for your students? 4 o’clock date Give an example of when you have used a high-preparation strategy that worked well for your students? 7 o’clock date When and how do you use small group instruction? 2 o’clock date What is a question that you have about differentiated instruction that you hope is answered today? 5 o’clock date How do you get to know how your students learn? 8 o’clock date How do you provide choice within your classroom ? 3 o’clock date What is one way that you have helped a struggling reader comprehend text? 6 o’clock date What are some quick assessments that you have used to learn more about what your students know? 9 o’clock date

Differentiation isn't just about having different students do different things. Differentiated instruction is based on students' needs. Let’s Refresh our memory… What is Differentiated Instruction ?

What is differentiation? Differentiation is classroom practice that looks eyeball to eyeball with the reality that kids differ, and the most effective teachers do whatever it takes to hook the whole range of kids on learning. - Tomlinson (2001)

Different vs. Differentiated 9 Different… Debra is teaching her fifth graders how to write persuasive essays. She develops three different prompts for them to choose from. Students can write an essay to convince their parents to get a pet, to persuade the principal to extend recess time, or to ask their favorite author to come to the class. Differentiated… Rachel teaches her third grade class a writing mini- lesson about dialogue. She circulates the room as students write, and jots down the names of students who are experimenting with dialogue in their writing, noting their use of quotation marks. During independent writing time, she pulls the group of students who were not punctuating their dialogue and teaches a mini-lesson on quotation marks. Then she pulls the group of students who were using quotation marks correctly and introduces the concept of indenting for new speakers. Differentiated Classroom Structures for Literacy Instruction By: Diane Henry Leipzig (2000)

ContentProcessProduct According to Students’ ReadinessInterest Learning Profile Teachers Can Differentiate Adapted from The Differentiated Classroom: Responding to the Needs of All Learners (Tomlinson, 1999)

The Key The Key to a differentiated classroom is that all students are regularly offered CHOICES and students are matched with tasks compatible with their individual learner profiles. Curriculum should be differentiated in three areas: 1. Content: Multiple option for taking in information 2. Process: Multiple options for making sense of the ideas 3. Product: Multiple options for expressing what they know

- CHOICE- The Great Motivator! Requires children to be aware of their own readiness, interests, and learning profiles. Students have choices provided by the teacher. (YOU are still in charge of crafting challenging opportunities for all kiddos – NO taking the easy way out!) Use choice across the curriculum: writing topics, content writing prompts, self-selected reading, contract menus, math problems, spelling words, product and assessment options, seating, group arrangement, ETC... GUARANTEES BUY-IN AND ENTHUSIASM FOR LEARNING!

Choice Boards

Purpose of Choice Boards Homework After Reading or Problem Solving Learn a vocabulary word Projects for a certain topic or book Presentation or Demonstration Independent Work Demonstrate a Skill

What is your learning target? Primary Consideration: What must ALL students: Know Understand be able to Do

Fractions Choice Board Learning Goals: Students will… KNOW: Fractions show parts of a whole and can be expressed numerically. UNDERSTAND: Fractions represent equal sized portions or fair shares. Be able to DO: Use different materials to demonstrate what the fraction looks like. Turville, J. (2007) Differentiating by Student Interest

THINK-TAC-TOE Book Report Draw a picture of the main character. Perform a play that shows the conclusion of a story. Write a song about one of the main events. Write a poem about two main events in the story. Make a poster that shows the order of events in the story. Dress up as your favorite character and perform a speech telling who you are. Create a Venn diagram comparing and contrasting the introduction to the closing. Write two paragraphs about the main character. Write two paragraphs about the setting. Differentiation Strategy: STUDENT CHOICE

You have time now to work as you please (Partners, Individually, Group). Take this time to work on Choice Boards There are some examples for you to look at around the room and supplies for you to use. Choice+Boards Let’s Get to work!

Pyramid of Learning READING10 % HEARING20% SEEING 30% HEARING & SEEING40% DISCUSS WITH OTHERS 70% TALK/WRITE OR DO/APPLY90%

TIERED ACTIVITIES

WHAT CAN BE TIERED? ASSIGNMENTS ACTIVITIES CENTERS & STATIONS LEARNING CONTRACTS ASSESSMENTS MATERIALS EXPERIMENTS WRITING PROMPTS HOMEWORK

What is Tiered Instruction? Teachers use tiered activities so that all students focus on essential understandings and skills but at different levels of complexity, abstractness, and open- endedness. By keeping the focus of the activity the same, but providing routes of access at varying degrees of difficulty, the teacher maximizes the likelihood that: 1) each student comes away with pivotal skills & understandings 2) each student is appropriately challenged.

You have time now to work as you please (Partners, Individually, Group). Take this time to work on a Tiered Activity There are some examples for you to look at around the room and supplies for you to use. Bill of Rights Example Template ulum/welcome.html Let’s Get to work!

Remember… If you do not give students the opportunity to open there mouth, there brain will automatically do it for them.

Just a different approach Think dots

STUDENTS USE THINKDOT’s ThinkDots: Students begin ThinkDots by sitting with other students using activity cards of the same color. Students roll the die and complete the activity on the card that corresponds to the dots thrown on the die. If the first roll is an activity that the student does not want to do a second roll is allowed. Teachers can create an Activity Sheet to correspond to the lesson for easy recording and management.

THINK DOTS Describe…Apply…Question… Argue for or against… Satirize…Compare and/or contrast…

THINK DOTS Application: 1.Use “ThinkDOTS” to lead students into deeper exploration of a concept. 2.Use “ThinkDOTS” for review before assessment. 3.Use “ThinkDOTS” as an assessment.

You have time now to work as you please (Partners, Individually, Group). Take this time to work on Think Dots There are some examples for you to look at around the room and supplies for you to use. Cubing+and+Think+Dots Template Let’s Get to work!

WHY WOULD YOU USE CUBING/THINK DOTS? To engage your students in idea and information processing activities. To match your students learning profiles and current needs. To engage your students forward on many learning continuums. To identify the students readiness levels, interests, learning styles. To use an on-going assessment process.

Social Studies Level 1

Social Studies Level 2

Social Studies Level 3

Cubing with Charlotte’s Web Basic Cube 1.Draw Charlotte as you think she looks. 2.Use a Venn diagram and compare Charlotte and Fern. 3.Use a comic strip to tell what happened in this chapter. 4.Shut your eyes and describe the barn. Jot down your ideas. 5.Predict what will happen in the next chapter using symbols. 6.In your opinion, why is Charlotte a good friend? Abstract Cube 1.Use a graphics program on the computer and create a character web for Wilbur. 2.Use symbols on a Venn diagram to compare Wilbur and Charlotte. 3.Draw the farm and label the items, people, and buildings. 4.Use a storyboard to show the progress of the plot to this point. 5.What is the message that you think the writer wants people to remember? Draw a symbol that illustrates your ideas. 6.When you think of the title, do you agree or disagree that it is a good choice? Why or why not?

Example: Onomatopoeia Side One/Dot 1 Find an example of onomatopoeia in a poem from our anthology Side Two/Dot 2 Make a list of all the examples of onomatopoeia that you can think of in two minutes. Have your partner time you. Side Three/Dot 3 Write a letter to Webster’s Dictionary from onomatopoeia on the topic, “We are words, too! Include us!” Side Four/Dot 4 Write a limerick, concrete poem, or haiku using at least one example of onomatopoeia. Side Five/Dot 5 Why do you think writers use onomatopoeia? What purpose does it serve? Side Six/Dot 6 Research the origin of the word “onomatopoeia.” Where does it come from? What do its parts mean?

Differentiated Lesson Plan

You have time now to work as you please (Partners, Individually, Group). Take this time to work on a Differentiated Lesson Plan Let’s Get to work!

Walkaway thought… “In the end, all learners need your energy, your heart, and your mind. They have that in common because they are young humans. How they need you, however, differs. Unless we understand and respond to those differences, we fail many learners.” - Carol Ann Tomlinson

We hope you enjoyed the presentation and learned something you can take back to your classroom/school! Instructional Facilitators with the Exceptional Education Department Thanks for your time and attention!

Kristi Coggin-Elementary Jackie Clark-Middle